Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

26-05-2021

Effects of the Parental Friendship Coaching Intervention on Parental Emotion Socialization of Children with ADHD

Auteurs: Sophie Smit, Amori Yee Mikami, Sébastien Normand

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 1/2022

Abstract

Parental emotion-related socialization behaviors shape children’s socioemotional functioning and appear important for children with attention-deficit/hyperactivity disorder (ADHD). The Parental Friendship Coaching (PFC) intervention teaches parents to coach their children with ADHD in friendship skills, which includes managing emotions. We examined whether PFC, relative to psychoeducation and social support (Coping with ADHD through Relationships and Education; CARE), improved parental emotion-related socialization behaviors, child affect with a friend, and child social behaviors related to emotional difficulties. Participants were 172 families of children with ADHD (ages 6–11, 30% female), randomized to PFC or CARE. At baseline, children and their real-life friends interacted and their affect was coded. Parents coached their child in friendship skills before and after the child-friend interaction, and parents’ praise, warmth, criticism, and discussion of emotion-related friendship strategies were coded. Parents and teachers reported children’s withdrawn/depressed and aggressive behaviors. Results suggested that PFC (relative to CARE) led to parents providing more emotion strategies and praise at post-treatment and follow-up, and more warmth at follow-up, and to children showing less withdrawn/depressed behavior at follow-up. For bidirectional relationships from baseline to post-treatment, more parental warmth was associated with less child withdrawn/depressed behavior, and more parental criticism with more child aggression. More child withdrawn/depressed behavior and positive affect at post-treatment were associated with more parental criticism at follow-up. After corrections for multiple comparisons, only PFC effects on praise and emotion strategies at post-treatment, and praise and withdrawn/depressed behavior at follow-up, maintained. Implications are discussed for supporting socioemotional functioning in children with ADHD.

vorige artikel Interactive Effects of Parent Emotion Socialization and Child Physiological Reactivity in Predicting Adolescent Borderline Personality Disorder Features

Alleen toegankelijk voor geautoriseerde gebruikers

Achenbach, T. M., & Rescorla, L.A. (2001). Manual for the ASEBA school-age forms & profiles. University of Vermont, Research Center for Children, Youth, & Families.

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders: DSM 5. American Psychiatric Association.

Axelson, D., Birmaher, B., Zelazny, A., Kaufman, J., & Gill, M. K. (2009). K-SADS-PL 2009 Working Draft.

Becker, S. P., Fite, P. J., Luebbe, A. M., Stoppelbein, L., & Greening, L. (2013). Friendship intimacy exchange buffers the relation between ADHD symptoms and later social problems among children attending an after-school care program. Journal of Psychopathology and Behavioral Assessment, 35(2), 142–152. https://doi.org/10.1007/s10862-012-9334-1CrossRef

Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery Rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society: Series B (Methodological), 57(1), 289–300. https://doi.org/10.1111/j.2517-6161.1995.tb02031.xCrossRef

Berndt, T. J., & McCandless, M. A. (2009). Methods for investigating children’s relationships with friends. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups. Guilford Press.

Blair, B. L., Perry, N. B., O’Brien, M., Calkins, S. D., Keane, S. P., & Shanahan, L. (2014). The indirect effects of maternal emotion socialization on friendship quality in middle childhood. Developmental Psychology, 50(2), 566–576. https://doi.org/10.1037/a0033532CrossRefPubMed

Blair, B. L., Perry, N. B., O’Brien, M., Calkins, S. D., Keane, S. P., & Shanahan, L. (2015). Identifying developmental cascades among differentiated dimensions of social competence and emotion regulation. Developmental Psychology, 51(8), 1062–1073. https://doi.org/10.1037/a0039472CrossRefPubMedPubMedCentral

Breaux, R. P., McQuade, J. D., Harvey, E. A., & Zakarian, R. J. (2018). Longitudinal associations of parental emotion socialization and children’s emotion regulation: The moderating role of ADHD symptomatology. Journal of Abnormal Child Psychology, 46(4), 671–683. https://doi.org/10.1007/s10802-017-0327-0CrossRefPubMed

Buckholdt, K. E., Parra, G. R., & Jobe-Shields, L. (2014). Intergenerational transmission of emotion dysregulation through parental invalidation of emotions: Implications for adolescent internalizing and externalizing behaviors. Journal of Child and Family Studies, 23(2), 324–332. https://doi.org/10.1007/s10826-013-9768-4CrossRefPubMed

Bunford, N., Evans, S. W., Becker, S. P., & Langberg, J. M. (2015a). Attention-deficit/ hyperactivity disorder and social skills in youth: A moderated mediation model of emotion dysregulation and depression. Journal of Abnormal Child Psychology, 43(2), 283–296. https://doi.org/10.1007/s10802-014-9909-2CrossRefPubMedPubMedCentral

Bunford, N., Evans, S. W., & Wymbs, F. (2015b). ADHD and emotion dysregulation among children and adolescents. Clinical Child and Family Psychology Review, 18(3), 185–217. https://doi.org/10.1007/s10567-015-0187-5CrossRefPubMed

Calkins, S. D., Dollar, J. M., & Wideman, L. (2019). Temperamental vulnerability to emotion dysregulation and risk for mental and physical health challenges. Development and Psychopathology, 31(3), 957–970. https://doi.org/10.1017/S0954579419000415CrossRefPubMedPubMedCentral

Chronis-Tuscano, A., Lewis-Morrarty, E., Woods, K. E., O’Brien, K. A., Mazursky-Horowitz, H., & Thomas, S. R. (2016). Parent–child interaction therapy with emotion coaching for preschoolers with attention-deficit/hyperactivity disorder. Cognitive and Behavioral Practice, 23(1), 62–78. https://doi.org/10.1016/j.cbpra.2014.11.001CrossRef

Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9(4), 241–273.CrossRefPubMedPubMedCentral

Gadow, K. D., & Sprafkin, J. (2002). Child Symptom Inventory-4 screening and norms manual. Checkmate Plus.

Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.xCrossRefPubMed

Graziano, P. A., & Garcia, A. (2016). Attention-deficit hyperactivity disorder and children’s emotion dysregulation: A meta-analysis. Clinical Psychology Review, 46, 106–123. https://doi.org/10.1016/j.cpr.2016.04.011CrossRefPubMed

Hamaker, E. L., Kuiper, R. M., & Grasman, R. P. P. P. (2015). A critique of the cross-lagged panel model. Psychological Methods, 20(1), 102–116. https://doi.org/10.1037/a0038889CrossRefPubMed

Havighurst, S., & Kehoe, C. (2017). The role of parental emotion regulation in parent emotion socialization: Implications for intervention. In K. Deater-Deckard & R. Panneton (Eds.), Parental stress and early child development (pp. 285–307). Springer International Publishing. https://doi.org/10.1007/978-3-319-55376-4_12

Herbert, S. D., Harvey, E. A., Roberts, J. L., Wichowski, K., & Lugo-Candelas, C. I. (2013). A randomized controlled trial of a parent training and emotion socialization program for families of hyperactive preschool-aged children. Behavior Therapy, 44(2), 302–316CrossRefPubMed

Hu, L., & Bentler, P. M. (1999a). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118CrossRef

Hu, L., & Bentler, P. M. (1999b). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118CrossRef

Johnston, C., & Chronis-Tuscano, A. (2015). Families and ADHD. In R. A. Barkley (Ed.), Attention-Deficit/Hyperactivity Disorder: A handbook for diagnosis and treatment (4th ed., pp. 191–209). The Guilford Press.

Kaminski, J. W., & Claussen, A. H. (2017). Evidence base update for psychosocial treatments for disruptive behaviors in children. Journal of Clinical Child & Adolescent Psychology, 46(4), 477–499. https://doi.org/10.1080/15374416.2017.1310044CrossRef

Kenny, D. A., Kashy, D. A., & Cook, W. L. (2006). Dyadic data analysis. Guilford.

Lahey, B. B., Applegate, B., McBurnett, K., Biederman, J., Greenhill, L., Hynd, G. W., Barkley, R., & Newcorn, J. (1994). DSM-IV field trials for attention deficit hyperactivity disorder in children and adolescents. American Journal of Psychiatry, 151(11), 1673–1685. https://doi.org/10.1176/ajp.151.11.1673CrossRefPubMed

Lee, C. A., Milich, R., Lorch, E. P., Flory, K., Owens, J. S., Lamont, A. E., & Evans, S. W. (2018). Forming first impressions of children: The role of attention-deficit/hyperactivity disorder symptoms and emotion dysregulation. Journal of Child Psychology and Psychiatry, 59(5), 556–564. https://doi.org/10.1111/jcpp.12835CrossRefPubMed

Lieneman, C. C., Girard, E. I., Quetsch, L. B., & McNeil, C. B. (2020). Emotion regulation and attrition in parent–child interaction therapy. Journal of Child and Family Studies, 29(4), 978–996. https://doi.org/10.1007/s10826-019-01674-4CrossRef

Lindblom, J., Vänskä, M., Flykt, M., Tolvanen, A., Tiitinen, A., Tulppala, M., & Punamäki, R.L. (2017). From early family systems to internalizing symptoms: The role of emotion regulation and peer relations. Journal of Family Psychology, 31(3), 316–326. https://doi.org/10.1037/fam0000260CrossRefPubMed

Maedgen, J. W., & Carlson, C. L. (2000). Social functioning and emotional regulation in the attention deficit hyperactivity disorder subtypes. Journal of Clinical Child Psychology, 29(1), 30–42. https://doi.org/10.1207/S15374424jccp2901_4CrossRefPubMed

McQuade, J. D., & Breaux, R. P. (2017). Are elevations in ADHD symptoms associated with physiological reactivity and emotion dysregulation in children? Journal of Abnormal Child Psychology, 45(6), 1091–1103. https://doi.org/10.1007/s10802-016-0227-8CrossRefPubMed

Melnick, S. M., & Hinshaw, S. P. (2000). Emotion regulation and parenting in ADHD and comparison boys: Linkages with social behaviors and peer preference. Journal of Abnormal Child Psychology, 28(1), 73–86. https://doi.org/10.1023/A:1005174102794CrossRefPubMed

Mikami, A. Y., Lerner, M. D., Griggs, M. S., McGrath, A., & Calhoun, C. D. (2010). Parental influence on children with attention-deficit/hyperactivity disorder: II Results of a pilot intervention training parents as friendship coaches for children. Journal of Abnormal Child Psychology, 38(6), 737–749. https://doi.org/10.1007/s10802-010-9403-4CrossRefPubMedPubMedCentral

Mikami, A. Y., Normand, S., Hudec, K. L., Guiet, J., Na, J. J., Smit, S., Khalis, A., & Maisonneuve, M.-F. (2020). Treatment of friendship problems in children with attention-deficit/hyperactivity disorder: Initial results from a randomized clinical trial. Journal of Consulting and Clinical Psychology, 88(10), 871–885. https://doi.org/10.1037/ccp0000607CrossRefPubMed

Mikami, A. Y., Smit, S., & Khalis, A. (2017). Social skills training and ADHD - What works? Current Psychiatry Reports, 19(12), 93. https://doi.org/10.1007/s11920-017-0850-2CrossRefPubMed

Morris, A. S., Criss, M. M., Silk, J. S., & Houltberg, B. J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives, 11(4), 233–238. https://doi.org/10.1111/cdep.12238CrossRef

Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361–388. https://doi.org/10.1111/j.1467-9507.2007.00389.x

Mulder, J. D., Hamaker, J. D. ( 2020) Three extensions of the random intercept cross-lagged panel model Structural Equation Modeling: A Multidisciplinary Journal 1–11. https://doi.org/10.1080/10705511.2020.1784738

Muthén, L. K., & Muthén, B. O. (2017). Mplus user’s guide (8th ed.). Muthén & Muthén.

Normand, S., Schneider, B. H., Lee, M. D., Maisonneuve, M.-F., Chupetlovska-Anastasova, A., Kuehn, S. M., & Robaey, P. (2013). Continuities and changes in the friendships of children with and without ADHD: A longitudinal, observational study. Journal of Abnormal Child Psychology, 41(7), 1161–1175.CrossRefPubMed

Normand, S., Schneider, B. H., Lee, M. D., Maisonneuve, M.-F., Kuehn, S. M., & Robaey, P. (2011). How do children with ADHD (mis)manage their real-life dyadic friendships? A multi-method investigation. Journal of Abnormal Child Psychology, 39(2), 293–305.CrossRefPubMed

Perry, N. B., Dollar, J. M., Calkins, S. D., Keane, S. P., & Shanahan, L. (2020). Maternal socialization of child emotion and adolescent adjustment: Indirect effects through emotion regulation. Developmental Psychology, 56(3), 541–552 https://doi.org/10.1037/dev0000815CrossRefPubMedPubMedCentral

Power, T. J., Mautone, J. A., Soffer, S. L., Clarke, A. T., Marshall, S. A., Sharman, J., Blum, N. J., Glanzman, M., Elia, J., & Jawad, A. F. (2012). A family–school intervention for children with ADHD: Results of a randomized clinical trial. Journal of Consulting and Clinical Psychology, 80(4), 611–623. https://doi.org/10.1037/a0028188CrossRefPubMedPubMedCentral

Wechsler, D. (2003). Wechsler Intelligence Scale for Children (WISC-IV) (4th ed.). Psychological Corporation.

Wechsler, D. (2011). Wechsler Abbreviated Scale of Intelligence (WASI) (2nd ed.). NCS Pearson.

Zachary, C., Jones, D. J., McKee, L. G., Baucom, D. H., & Forehand, R. L. (2019). The role of emotion regulation and socialization in behavioral parent training: A proof-of-concept study. Behavior Modification, 43(1), 3–25. https://doi.org/10.1177/0145445517735492CrossRefPubMed

Titel: Effects of the Parental Friendship Coaching Intervention on Parental Emotion Socialization of Children with ADHD
Auteurs: Sophie Smit
Amori Yee Mikami
Sébastien Normand
Publicatiedatum: 26-05-2021
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 1/2022
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-021-00818-9

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 1/2022

The Role of Parental Beliefs About Anxiety and Attachment on Parental Accommodation of Child Anxiety

Introduction to the Special Issue: Transdiagnostic Implications of Parental Socialization of Child and Adolescent Emotions

Longitudinal Effects of Reminiscing and Emotion Training on Child Maladjustment in the Context of Maltreatment and Maternal Depressive Symptoms

Fearful Temperament and Child Social Anxiety Symptoms: Clarifying the Influence of Maternal Punitive Responses

Interactive Effects of Parent Emotion Socialization and Child Physiological Reactivity in Predicting Adolescent Borderline Personality Disorder Features

All in the Family: How Parental Criticism Impacts Depressive Symptoms in Youth